Hybrid Learning: An Effective Resource in University Education?

Autor/inn/en	Alducin-Ochoa, Juan Manuel; Vázquez-Martínez, Ana Isabel
Titel	Hybrid Learning: An Effective Resource in University Education?
Quelle	In: International Education Studies, 9 (2016) 8, S.1-14 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Blended Learning; Higher Education; Correlation; Use Studies; Educational Resources; Educational Technology; Academic Achievement; Questionnaires; Technology Uses in Education; Web 2.0 Technologies; Task Analysis; Incidence; Student Evaluation; Self Evaluation (Individuals); Computer Assisted Testing; Computer Mediated Communication; Foreign Countries; Statistical Analysis; College Students; Likert Scales; Spain + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Benutzerschulung; Bildungsmittel; Unterrichtsmedien; Schulleistung; Fragebogen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aufgabenanalyse; Vorkommen; Schulnote; Studentische Bewertung; Computerkonferenz; Ausland; Statistische Analyse; Collegestudent; Likert-Skala; Spanien
Abstract	The organisation of university education in Europe is undergoing profound changes as a consequence of the establishment of the European Higher Education Area (EHEA). This transformation entails methodological changes that are focused on student work. The student is now considered to be an autonomous individual who is able to choose a path of study and capable of self-regulation. These objectives are believed to be achievable with hybrid learning models. The economic cost of including these methods makes it necessary to demonstrate whether the investment can be profitable in terms of improved academic results and increased acceptability among students. We analyse whether the use of two tools by students (assessments and forums) influences their grades and whether there are correlations between performance and the evaluation of the tool by students and between the evaluation and the degree of use. The sample consists of 176 students. We follow an ex post facto methodological design, with descriptive and correlational techniques. We found significant differences in the grades received according to the degree of use of the tools studied. Additionally, we found a correlation between grades and student evaluation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01